Towards a Contextual Theological Education: A Biblical, Theological and Pedagogical Approach.
A Proposal from the Paraguayan Reality.

Abstract

Formal theological education in Paraguay faces a number of challenges: some that are inherent to the broader context and others that emerge from its specific nature and environment. In particular, I argue that three outstanding challenges face Paraguayan theological education in the context of the Mennonite Brethren churches: a restrictive pedagogy, a fragmented vision of theological education and the lack of a contextual educational model. These challenges require the engagement of members of the educational community in the task of reflecting and thinking (or rethinking) theological education from and for the Paraguayan context and the churches served. Therefore, this research aims To offer reflective resources from a biblical, theological, and pedagogical perspective, fostering theological and pedagogical imagination in the pursuit of developing a contextual theological education.

Thus, taking into account these three challenges, I will argue for a pedagogy of love and an eclectic methodology inspired and rooted in the divine pedagogical action in the light of two biblical events: Exodus 14:31 and John 6:67-69. This pedagogy of love impels us towards a more humanising pedagogy that promotes transformation in contrast to the restrictive Latin American pedagogy. Then, addressing the challenge of a fragmented vision of theological education, I will argue for a more holistic and integrative vision inspired by the theological thought of St. Bonaventure, with special emphasis on his definition of theology as wisdom. Finally, considering the lack of a contextual educational model, I will advocate for an educational model nourished by the Kingdom of God and Anabaptist values. Thus, from these three approaches, some reflective elements are offered that seek to promote the imagination of new and more contextual ways of doing theological education in Paraguay.